Effects on Phonemic Awareness and Letter Knowledge of Pre-school-aged Children As the global economy becomes more dependent on technology, there is increasing emphasis on literacy development at an early age. However, in the United States and other industrialized nations, students are coming to school with more diverse skills. All too frequently, students do not develop critical early learning and are constantly trying to catch up with more literate peers. Phonemic awareness is an early building block that has been linked to later reading outcomes. Research has demonstrated that young children can be successfully taught to recognize sounds in words, which can help them with text-based word recognition at a later stage. Parents have also been identified as contributing to their child's literacy through story book reading and active teaching of sounds in words. This study examines whether parents of pre-kindergarten children can successfully teach phonemic awareness and letter recognition. In addition to focusing on the effects of this training on literacy skills, parent satisfaction is also examined as a component of the viability of such interventions. This book is addressed to professionals and researchers in Education, Psychology and Literacy. Bücher / Fremdsprachige Bücher / Englische Bücher 978-3-8364-4176-6, VDM

As the global economy becomes more dependent on technology, there is increasing emphasis on literacy development at an early age. However, in the United States and other industrialized nations, students are coming to school with more diverse skills. All too frequently, students do not develop critical early learning and are constantly trying to catch up with more literate peers. Phonemic awareness is an early building block that has been linked to later reading outcomes. Research has demonstrated that young children can be successfully taught to recognize sounds in words, which can help them with text-based word recognition at a later stage. Parents have also been identified as contributing to their child´s literacy through story book reading and active teaching of sounds in words. This study examines whether parents of pre-kindergarten children can successfully teach phonemic awareness and letter recognition. In addition to focusing on the effects of this training on literacy skills, parent satisfaction is also examined as a component of the viability of such interventions. This book is addressed to professionals and researchers in Education, Psychology and Literacy. Effects on Phonemic Awareness and Letter Knowledge of Pre-school-aged Children Buch (fremdspr.) Bücher>Fremdsprachige Bücher>Englische Bücher, VDM

[ED: Softcover], [PU: VDM Verlag Dr. Müller e.K.], As the global economy becomes more dependent on technology, there is increasing emphasis on literacy development at an early age. However, in the United States and other industrialized nations, students are coming to school with more diverse skills. All too frequently, students do not develop critical early learning and are constantly trying to catch up with more literate peers. Phonemic awareness is an early building block that has been linked to later reading outcomes. Research has demonstrated that young children can be successfully taught to recognize sounds in words, which can help them with text-based word recognition at a later stage. Parents have also been identified as contributing to their child's literacy through story book reading and active teaching of sounds in words. This study examines whether parents of pre-kindergarten children can successfully teach phonemic awareness and letter recognition. In addition to focusing on the effects of this training on literacy skills, parent satisfaction is also examined as a component of the viability of such interventions. This book is addressed to professionals and researchers in Education, Psychology and Literacy.
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As the global economy becomes more dependent on technology, there is increasing emphasis on literacy development at an early age. However, in the United States and other industrialized nations, students are coming to school with more diverse skills. All too frequently, students do not develop critical early learning and are constantly trying to catch up with more literate peers. Phonemic awareness is an early building block that has been linked to later reading outcomes. Research has demonstrated that young children can be successfully taught to recognize sounds in words, which can help them with text-based word recognition at a later stage. Parents have also been identified as contributing to their child's literacy through story book reading and active teaching of sounds in words. This study examines whether parents of pre-kindergarten children can successfully teach phonemic awareness and letter recognition. In addition to focusing on the effects of this training on literacy skills, parent satisfaction is also examined as a component of the viability of such interventions. This book is addressed to professionals and researchers in Education, Psychology and Literacy.